英语论文摘要
一篇合格的英语硕士论文不仅要按要求规范撰写，还必须是内容完整的，每一部分都不可或缺。论文摘要是英语硕士论文写作必不可少的写作环节，具有高度概括性，独立完整性，自明自含性等特点，起着重要的作用，我们必须加以重视。那么英语硕士论文摘要怎么写?有哪些写作要点?下面笔者具体来讲讲，大家继续往下看。
英语论文摘要写作内容须知
一般来说，英语论文对摘要主要包括了论文所研究的目的和范围、方法和过程、结果和结论三个方面。
就目的和范围而言，主要是简明扼要地陈述撰写论文的原因，常用名词短语前置的句型表示，把重点部分置于最显著的位置加以强调，但同时要兼顾平衡，避免头重脚轻。
就其方法和过程而言。主要源于实践性的论文摘要，能简约地叙述其基本原理、操作程序，使用了哪些新方法，采用了哪些新手段，如词汇手段、语法手段和逻辑承接语等，论文不宜繁琐、沉长。
就其结果和结论而言。是英语论文的核心和焦点，需要在摘要中清楚地表述出来，能直观地表达读者最为关注的问题，也同时反映论文所研究的价值、用途以及意义。
英语论文摘要写作文体要求
英语论文摘要与其他论文摘要在叙述方法上相同，能开门见山、直截了当，用词质朴无华，按照英语论文摘要的标准，一般在200——250个单词左右，要求用语准确，语法规范，句子完整，信息准确，文字精练，逻辑性强，通俗易懂，要避免带感情色彩或广告宣传的词语，不用口语体和非规范缩写词，语句中尽量使用动词靠近主语和重要事实开头，(不得用短语和从句开头)，要减少或取消不必要的背景信息，使之缩小摘要的篇幅。
英语硕士论文摘要写作疑问解答
1. 怎样写英文摘要?
可以按照论文的逻辑结构撰写摘要，如概述、目的、方法、结果、结论、展望的顺序。
概述(30词左右)：用最简洁的语言概括论文内容。例如：This paper is… 或 This study focuses on…
目的'(30词左右)：用To…就可以了，没有必要使用 in order to 或者 for the purpose of 等较长的表述。
方法(50词左右)：尽可能具体地说明操作的步骤，其中注意时态的使用。常用的词汇有：test, study, investigate, examine, analyze, measure, application 等。
结果(50词左右)：直入主题地摆出结果，如 This paper shows… 或 The results are…
结论(60词左右)：删去类似于“The result of the study showed that…” 的赘语，逐条罗列出结论。
展望(20词左右)：指出研究对未来的意义，如 This paper is of great significance in… 或指出不足。
2. 英文摘要有多长?
一般情况下用一段的篇幅完成英文摘要，特殊情况可以分成两到三段，但最好不要超过三段。长度一般为200字到300字之间。
3. 英文摘要用什么语态和人称?
规范的学术文章通常采用被动语态，突出信息。但由于主动语态的表述更为清楚，现在有些地方也要求采用主动语态。
4. 英文摘要用什么人称?
最好不要出现I，we等第一人称代词，而是使用第三人称，如the author等。
5. 英文摘要用什么时态?
摘要的时态以一般现在时为主，表示一种存在于自然界的客观规律。在特殊的情况下可以使用一般过去时或现在完成时，用来表明一定范围内的结论或是某一过程的延续性。描述具体的动作时通常用一般过去时，总结主要的结果时通常用一般现在时。
注意：用paper 做主语来描述论文概况时后面常用一般现在时：This paper aims to focus on… 而采用study 来描述相同的内容时则常用一般过去时：This study investigated…
英语论文摘要写作六大要点
1.要善于运用自己的语言来撰写。摘要是从论文中提炼而成，是一篇论文的骨干和核心，所以又高于论文，这是运用论文的新境界，让读者能一目了然地领会作者对问题的认识和见解，所以，不能在原文词语的基础上简单堆砌和重新编排，需要重新运用语言来写，形成文字上的再创造。
2.要遵循论文的写作顺序来写。对于摘要的撰写要结构严谨，表达简明，语义确切，先写什么，后写什么，应按照逻辑顺序来安排，句子之间上下连贯，互相呼应。只要不是特殊情况，比如倒序，就不得随意更改论文的内容顺序，这样更能体现论文条理清晰。
3.要突出撰写的全面性。一篇摘要应保证内容的完整，作者要慎重恰当地处理，合理加以吸收、集中做到没有大的遗漏，能让读者直观地获取信息。摘要不同于引言，引言往往可以是文章内容的一个方面。
4.要注重撰写的高度概括。摘要是论文的“眼睛”，具有画龙点睛的效果，所以要用全面的、理性的、辩证的分析提炼和升华总结出带有总概括性的观点，学会压缩文字，英语论文就要学会压缩词组词汇，只取要点，删去细枝末节，省去例子，简化描述，避免重复，慎用长句，努力压缩一些繁沉的句子，力争把短语改成字词。如下面的例子：
(1)将His courage; in battle might withoutexaggeration be called lion-like压缩为：
He Was very brave in battle.
(2)将They acted in a manner that rendered them liable toprosecution .压缩为：
They acted illegally.
(3)将John fell into the river and，beforehelp could reach him，he sank.压缩为：
John was drowned in the river.
(4)习惯用but，then，thus，yet，for等最简短的过渡词语，禁止用at，the，Same，time，on the other hand等。
5.要慎重摘要的架构选词。一方面，在针对同一个汉语词对应的英语单词可能会有几个的情况下，要选择专业领域的常用词汇，凸显论文的专业度，同时，对词汇的选择要与句型、语法对应;另一方面，在选择句型上，在不曲解汉语摘要的愿意的前提下，尽量使用复合句，这样，更符合母语使用的阅读习惯。
6.摘要需要反复修改。要对照论文再次疏理，在时态运用上也以简练为佳，常用一般现在时，一般过去时，少用现在完成时，过去完成时，进行时态和其他复合时态基本不用，做到该压缩的压缩，该删减的删减，该充实的充实，该补失的补失，使之形成一篇完整的短文。
综上所述，英语硕士论文摘要对于整篇论文起着不可替代的重要作用，可以毫不夸张的说，它就是论文的精华所在。因此，我们要认真对待该部分的撰写，笔者以上分享了英语硕士论文摘要的写作的相关内容和要点细节，希望对大家有所指导作用。
学术论文英文摘要格式及写作技巧
随着国际学术交流活动的日益频繁和出版业的进一步规范化，英文摘要已成为国际间知识传播、学术交流与合作最直接的窗口，成为我国公开发行的学术期刊论文必不可少的组成部分。《中国高等学校社会科学学报编排规范》对英文摘要提出了明确的要求："公开发行的学报，其论文应附有中英文摘要。"《中国学术期刊(光盘版)检索与评价数据规范》(CAJ-CD B/T 1-1998)也对英文摘要提出了具体的要求："文献标识码为 A(理论与应用研究论文)、B(应用性成果学习经验总结)、C(业务指导管理类文章)3 类的文章均应有英文题名，其中 A 类文章还应附英文摘要和英文关键词。"为提高学术论文英文摘要的质量，更好地满足国际数据库的检索要求，掌握必要的英文摘要编辑技巧，对英语摘要的语言和结构进行修改与润色，使英文摘要规范、准确、简洁，就显得尤为重要。
1 英文摘要的组成
学术期刊论文的英文摘要主要由英文题名、作者名与单位、英文摘要内容、英文关键词 4 个要素构成，是国际重要检索系统中的核心内容。英文摘要质量的好坏直接影响着学术期刊论文被 SCI、EI 等国际权威检索系统收录的数量、被检索率和被引频次，继而影响到学术成果在世界范围内的传播和交流。
因此，对于学术期刊而言，英文摘要的质量就非常重要。高质量的英文摘要可增加论文被国际同行阅读和引用的机会、提高期刊的整体质量、扩大期刊的国际影响力。
2 英文摘要的编辑技巧
2.1 把握好格式的规范性。
2.1.1 了解主要标准规范。
关于学术期刊论文中英文摘要的规范性，目前的主要依据是两"标准"和两"规范".
两"标准"指的是国际标准 ISO214-1976《文献工作(E)》和国家标准 GB/T 6447-1986《文摘编写规则》。前者是国际标准化组织为了规范文献写作于 1976 年颁布的国际标准，是英文摘要编写的依据;后者是我国为了与国际接轨于 1986 年公布的国家标准，是中文摘要写作的准绳。
两"规范"指的是《中国学术期刊(光盘版)检索与评价数据规范》(CAJ-CD B/T-1998)和《中国高等学校社会科学学报编排规范》。它们对摘要的写作要求均是基于国际标准 ISO214-1976《文献工作(E)》和国家标准 GB/T 6447-1986《文摘编写规则》。
2.1.2 注意区分大小写。
2.1.2.1 英文题名的大小写。
学术论文英文题名的大小写要遵守一定的规则。一般来说，题名中第 1 个单词的首字母、每个实词的首字母均应大写，虚词(冠词、连词、介词)的首字母应小写，但 5 个字母及以上的虚词首字母应大写，如 Around,Between,Based on 等。有连字符的合成词只有第 1 个词的首字母大写，连字符后的词首字母应小写。
2.1.2.2 作者署名的大小写。
作者署名通常在题名之下，关于作者署名的大小写，按照两"规范"的规定，中国作者姓名按汉语拼音拼写，姓氏和名均不缩写，姓前名后，中间空 1 格。为了避免姓和名混淆，表示姓氏的拼音全部字母大写，复姓应连写，表示名字的第 1 个拼音字母大写，其余小写，双名中间宜用连字符隔开，以避免音节混乱。外国作者的姓名写法遵从国际惯例。
2.1.2.3 关键词的大小写。
关键词是反映论文主题概念的词或词组，一般每篇可选 3~8 个，除专有名词首字母大写外，其余均小写，除必须用复数形式外，一般均用单数形式，多个关键词之间用分号";"分隔。
2.1.3 正确使用英汉标点符号。
学术期刊英文摘要中标点符号使用不当的问题很普遍，主要原因是作者沿用汉语标点符号的习惯。
中英文标点符号在形式、功能和用法方面有许多差异，在进行英文摘要编辑时应特别注意以下几点。
(1)中文句号是个圈".",而英文句号是一个实心点".".
(2)中文省略号有 6 个点"……",而英文省略号有 3 个点"…".
(3)中文用顿号 "、"分隔同类的并列的事，而英文用逗号","表示。
(4)中文书名号用"《》"表示，而英文书名用斜体表示。
(5)中文表示数值的范围用浪纹线"~"表示，连接相关的数字，但英文中表示数值的范围用短破折号"-"表示。浪纹线"~"在英文中主要用于逻辑上或数学上表示否定、近似，或作为代字号用在词典和书籍中表示单词或短语的省略等。
(6)中文主标题与副标题之间一般用破折号"-"分隔，而英文主标题与副标题之间用冒号":"分隔。
2.2 把握好内容的一致性。
关于学术期刊论文中英文摘要的一致性，两"规范"都明确规定："英文题名应与中文题名含义一致，英文摘要的内容应与中文摘要相对应，中、英文关键词应一一对应。"可见，中英文摘要的一致性主要是指含义、内容、数量和顺序的一致性。英文摘要应忠实、准确地反映中文摘要的内容，不能随意更改或删去中文摘要的重点内容或重要信息，不能随意增补中文摘要中未提及的内容。但这并不意味着英文摘要是中文摘要的硬性对译，如果受汉语思维的影响生硬地按照中文字面意思直译或进行句对句、词对词的一一对译，一个词也不改动，这不仅会导致在表达上出现中式英语的现象，而且会使英文摘要用词重复累赘、句子繁杂冗长、语义不流畅。
因此，在进行英文摘要的编辑时，要把握好中英文摘要内容的一致性，英文摘要应忠实地再现中文摘要的内容，但英汉 2 种语言的表达习惯不一样，英文摘要不应拘泥于中文摘要的形式，译文要通顺、得体，语言要简洁明了，尽量选择简短、语义具体明确的词汇，避免使用重复多余、容易引起歧义的词语和繁杂冗长的句子。此外，中英文关键词的数量和先后顺序也应保持一致。
2.3 把握好句法的简洁性。
2.3.1 英文题名以短语为主要结构。
题名是学术期刊论文的重要组成部分，是文章主题内容的直接反映，是检索论文的关键。题名应简明、具体、确切，语言务必要简练，不能太长。中文题名一般不超过 20 个汉字，英文题名通常为 10个实词以内，不宜超过 15 个词。
英文题名一般不用完整的句子，而是以短语为主要结构，常见的有 4 种类型。
(1)名词短语类。题名以表达论文核心内容的名词为中心词，前后加上前置和(或)后置定语进行修饰，前置定语通常是形容词，后置定语通常是介词短语。各个词的顺序很重要，前置定语或后置定语应与其所修饰的名词紧密相邻，词序不当会导致表达不准，影响读者正确理解题名的真实含义。
经统计发现，学术论文题名中使用频率较高的"中心词"有：研究(Research/Study on …)、试验/实证/案例研究(Experimental/Empirical/Case Study on …)、分析(Analysis of …)、可行性/可靠性/误差分析(Feasibility/Reliability/Error Analysis of)、探讨(Discussion on…)、调查(Investigation of…)、启示(Enlightenment of…)、影响(Effect of … on …)、比较(Comparisonof … with …; Comparison Between/Among … and …)、应用(Application of …in …)、变化(Change of …)、进展(Development of …)、作用(Role/Function of …)等，只要掌握它们较为固定的译法，题名翻译就容易得多。
(2)动名词短语类。由动名词加宾语构成，有时前后会有状语。
(3)介词短语类。由介词加名词或动名词短语构成。
(4)疑问句。一些评述性、综述性、驳论性文章或对于值得争议的问题，常用疑问句做题名，因为疑问句有探讨性语气，可以点明论文讨论的焦点，使题名显得比较生动，易引起读者兴趣。
2.3.2 英文题名和关键词可省略冠词。
在英文中，冠词分为定冠词(the)和不定冠词(a/an)2 种形式，当表示所指对象是特定的且能够识别时，便用定冠词(the)表示特指，即当使用定冠词(the)时，读者已经知道所指的是什么。由于汉语中没有冠词的用法，定冠词(the)在英文中很容易被误用或漏用，这一点在进行英文摘要编辑时需特别注意。
但是，由于冠词属于无实际检索意义的词，为提高论文的被检索率，英文题名和关键词中的冠词有简化的趋势，凡可用可不用的冠词均可以省略，并且英文题名开头的第一个词前尽量少用冠词 The,An或 A.
2.3.3 尽量采用主动语态。
恰当使用语态是英文摘要的基本要素之一，也是摘要符合英语语法规则的前提。
相关研究和统计表明，在语态使用上，国内外期刊英文摘要相差较大，国内期刊论文英文摘要中被动语态占主导，主动语态使用相对较少;而国外期刊论文英文摘要中主动语态占主导，被动语态使用相对较少。
国内期刊英文摘要多使用被动语态，主要原因如下。
(1)与国家标准 GB/T 6447-1986《文摘编写规则》对中文摘要的规定有关，它规定中文摘要撰写要用第三人称，要采用"对……进行了研究"、"报告了……现状"、"进行了……调查"等，不必使用"本文"、"作者"等作为主语，受汉语思维的影响，很多作者在中文摘要译成英文摘要时往往使用被动语态;(2)被动语态不必强调动作的施行者甚至可以省略动作的施行者，可以避免使用"本文"、"作者"等作为主语，以减少主观因素，使行文显得客观;(3)被动语态可以使需强调的事物做主语而突出它们的地位，有利于说明事实。
而国外期刊英文摘要多使用主动语态，主要原因如下。
(1)与国际标准 ISO214-1976《文献工作(E) 》对语态使用的规定有关，它明确规定应尽量采用主动语态，因主动语态有助于文字的清晰、简洁及有力地表达。然而，在指示性甚至报道性陈述中，为强调动作承受者，也需采用被动语态，由此可见，主动语态比被动语态在结构上更简练，表达更直接有力;(2)过度使用被动语态将不可避免地造成英语句子头重脚轻，结构笨拙，影响读者的阅读效率。
可见，当前国外学术期刊英文摘要的写作趋势是主动语态多于被动语态，为了充分发挥英文摘要的导向功能、报道功能、检索功能以及促进科研成果的国际交流功能，国内学术期刊英文摘要应当与国际接轨，符合国际写作惯例。在符合英语语法规则、满足表达需要的情况下，我国学术期刊论文英文摘要应尽量使用主动语态，以"this paper"、"the author(s)"等作为主语，以更好地适应国际期刊发展的`主流趋势，满足国际数据库的检索要求。同时，为强调动作承受者，也可使用被动语态，需注意的是：
(1)为了保持句子结构的平衡，被动句的主语不宜太长;(2)当被动句的主语太长时，为避免出现"头重脚轻"的句子结构，可采用"It is+动词过去分词+that"的结构，用"it"作形式主语，代替句子的逻辑主语，把要强调的事物放在句子后部。
2.4 把握好语篇的连贯性。
衔接和连贯是语句成篇的重要保证，主要体现在结构和形式上。
2.4.1 汉语重意合，英语重形合。
汉语重意合，注重功能和意义的完整，主要通过语句的先后顺序与逻辑关系实现词语和句子的连接，很少借助连词，以神统形;句子之间的停顿靠标点符号来体现，逗号","表示一句话中间的停顿，顿号"、"表示句中并列的词或词组之间的停顿，分号";"表示一句话中并列分句之间的停顿，句号"."表示一句话结束后的停顿。
而英语重形合，注重句子结构的完整和形式的规范，以主谓框架为核心，以形显义;只要一个句子有完整的主谓结构，就用实心点"."表示一句话结束后的停顿;2 个或 2 个以上的句子之间若使用逗号，是需要用语言形式手段(连接词)将前后句子的语义联系起来，以清晰体现句子之间的逻辑关系和语义的连贯性。需注意的是，英语句子讲究主谓一致，即主语和谓语在人称(第一、第二或第三人称)和数(单数或复数)的形式上必须保持一致，意义为单数的主语后的谓语动词用单数形式，意义为复数的主语后的谓语动词用复数形式，这是一条最基本的语法规则。
2.4.2 恰当使用连接词使语义更连贯。
英语句子从结构来看有简单句、并列句和复合句。简单句是只有一个主谓结构的句子;并列句和复合句都包含由连词连接的 2 个或 2 个以上的句子，各句都有完整的主谓结构，所不同的是，并列句中各句可以独立存在，各句的意思一般可以单独理解，复合句由 1 个主句和 1 个或 1 个以上的从句构成，主句可以独立存在，而从句不能独立存在，主从句之间的意思是紧密相连的，不能简单地把主从句拆开来看，而必须将主从句综合起来进行理解。
英文摘要一般不分段，但句式结构多样且复杂。过多使用简单句会使句子结构显得松散，语义不连贯，而恰当使用连接词或过渡词作为语篇衔接手段可以使学术期刊论文英文摘要句子之间的衔接更紧凑、语义更连贯、译文更通顺、逻辑性更强。
在英文摘要中，常用表示对等、选择、时间顺序、转折、列举或解释说明、比较或对比、递进或增补、目的、因果、让步、总结的连接词或过渡词将语篇有机衔接起来。
(1)表示对等关系的连接词：and(和)，both…and…(两者都)，neither…nor(既不……也不……)，aswell as…(也)等。
(2)表示选择关系的连接词：or(或者)，either…or…(不是……就是……)等。
(3)表示时间顺序的连接词：first(第一)，second(第二)，third(第三)，…finally(最后);first of all(首先)，next then(其次)，lastly(最后)等。
(4)表示转折关系的连接词：but/however(但是)等。
(5)表示列举或解释说明的连接词：for example/ for instance(例如)，namely /that is/ in otherwords(即、也就是说)，take…for example(拿……来说)，such as(如)等。
(6)表示比较或对比的连接词：compared with/in comparison with(与……比较)，on the contrary(正相反)， different from(与……不同)，in contrast with(相比之下)，while(而)等。
(7)表示递进或增补关系的连接词：not only…but also(不但……而且)，what's more(而且、更重要的是)，what's worse/ worse still(更糟糕的是)，besides(此外，还)，in addition/moreover/furthermore(此外)，on the other hand(另一方面)，apart from(除了……之外)，including(包括)等。
(8)表示目的的连接词：in order to/to(为了)，so that(以便)。
(9)表示因果关系的连接词：because(因为，由于)，so/ therefore/ as a result(因此、所以)，because of/due to/owing to/ thanks to(多亏、由于)，for this reason(由于这个原因)等。
(10)表示让步关系的连接词：though/although(虽然、尽管)。
(11)表示总结的连接词：in a word/ in short/ in a few words/ in brief/ briefly(简言之)，onthe whole/in all/to sum up/ in summary(总之)，generally speaking (一般说来)等。
需注意的是：(1)当连接 3 个及以上的句子时，只在最后 1 个句子前使用连词 and(和)，否则容易造成结构与意义的混乱。(2)汉英 2 种语言中都有表示因果和让步的连词，但在用法上有所不同。在汉语中，表示因果的连词 "因为、由于(because)"与"所以、因此(so)"、表示让步的连词"虽然、尽管(though)"与"但是(but)"是要同时用的。但在英语中，当表达"因为/由于……所以/因此"的因果关系，以及表达"虽然/尽管……但是"的让步关系时，在 1 个句子中是不能同时用 2 个连词的，只能用其中 1 个连词。
3 结语
英文摘要作为学术期刊论文的重要组成部分，对其语言和结构的修改和润色是永无止境的，掌握一定的英文摘要编辑技巧对提高学术论文英文摘要质量具有十分重要的作用。英文摘要编辑应把握好格式的规范性、内容的一致性、句法的简洁性、语篇的连贯性，使我国的英文摘要在格式、语言和结构上都尽可能地遵循国际标准规范和通用惯例、符合英语语法规则和表达习惯，提高学术论文在国际权威检索系统中的被检索率和被引频次，促进学术成果的广泛交流与传播，更好地与国际期刊接轨。
下面是关于学术论文英文摘要模板，希望对你们有帮助。
Abstract
Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.
According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS 19.0. And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.
Abstract
A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。
Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.
Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.
Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 1.26,witha 95% confidential interval of [0.86, 1.66])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.
Heterogeneity exists in the three learning methods (g = 9.22,p = 0,01 < 0.05)，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =0.61, g 二 2.14, g = 0.98 respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = 17.04, p =0.000 < 0.05)。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of 3.59,0.71 and 0.37 respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.
Abstract
The present study, which is based on the Competing Values Framework (i.e. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?
This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, i.e. thedemographic questionnaire, the Organizational Culture Assessment Instrument (i.e. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (i.e. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (i.e. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.
The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.
Abstract
Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.
This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.
To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.
There are three hypotheses:
1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness” really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?
Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS 19.0. And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.
Abstract
In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.
Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.
Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.
Abstract
Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.
With the aid of AntConc 3.4.lw and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc 3.4.lw is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.
The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.
Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.
论文易-致力于为用户提供最好的学术平台
Abstract是对论文最精髓的提炼。其重要性体现在：将论文发给审稿人后，审稿人一般会用最短的时间阅读abstract，判断论文内容是否为其所熟悉的领域，决定是否接受审稿。故abstract和 Coverletter一样是论文的门面，会给审稿人留下极为重要的第一印象。如果“第一口苹果的味道不好”，审稿人会拒绝评审您的论文。这样会使得杂志需要再次筛选合适的审稿人而延长审稿时间。更为严重的是，有的审稿人甚至会直接寻找理由建议主编退稿。此外，abstract 也是电子期刊数据库免费提供的部分，能读到abstract的读者远比能读到全文的读者多得多，读者会根据abstract来判断是否需要阅读全文，因此abstract的清楚表达十分重要。
杂志对摘要的形式要求大致可以分为：报道性摘要(informativeabstract)、指示性摘要(indicative abstract)和报道指示性摘要(informative-indicative abstract)三种。摘要一定要简明扼要(多数杂志会在投稿指南中标明要求的规定数字)，按照规定的顺序介绍主要的研究目的(objective)、研究背景(background)、研究过程(methods andmaterials)、结果 (results)以及结论(conclusion)，这种介绍必须让审稿专家及读者能够看懂并把握整个实验的主要过程及结果。
撰写摘要常采用的句型：
(1)以to eluicdatie the mechanism..…,to investigate..…， 或者 for the purpose of ..，讲述研究目的。注意写出最适合表达目的的动词。
(2)… was/were carried out..写研究的内容及方法，注意一般是过去时态。
(3) The results showed that ，讲述研究得出的主要结果。不一定要面面俱到地列出具体数据，可根据杂志习惯把握详细程度。
(4) The result of the present work implied that.,讲述您得出的结论。这种表达方法会让读者感到作者对科学研究具有严谨的态度，使其对结果的可信度增高。注意要避免空泛、夸大结论等常见问题。
另外，在写abstract时应尽可能避免用到参考文献，如果一定要用，那么一定要将全部细节写出来。要始终记住一点，abstract是一个独立的部分；换句话说，别人不看您的论文，只看您的abstract就能了解您的研究工作。经验是：在写论文正文时，先写一篇abstract的草稿，使这个草稿发挥正文提纲的作用，写完正文；正文定稿以后，回过头再检查abstract能否堪任论文最精华缩影的作用，如果不能则再做修改。始终记住好的abstract和好的论文一样是改出来的，不是写出来的。
写作中需要谨慎、正确地使用时态，因为科学领域的职业道德规范决定了在撰写论文是应正确使用时态。论文发表后，其内容就成为科技领域中的已有知识；后人在提及发表的科研成果，都应该表示出应有的尊敬：而表示尊敬的方法就是使用现在时态。相反，如果已发表的研究成果后来被证实是错误的，那么在论文中提及该研究结果时使用过去式更为合适。
